Category Archives: 2014/1-2

Editorial

This issue of FormaMente comes out before and after two international events organized by GUIDE Association in Latin America: the VII Conference on Culture in the Midst of Global Modernization: The Role of Distance Education, which took place last April at the Central Campus of the Panamerican University in Guatemala City, and the VIII Conference on Science and Technology, Management and Quality: the future of higher education in Brazil and around the world, which is scheduled to take place next November at the Universidade Tiradentes (Aracaju).

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Effectiveness of critical thinking instruction in higher education: a systematic review of intervention studies

Promoting students’ critical thinking (CT) has been an essential goal of higher education. However, despite the various attempts to make CT a primary focus of higher education, there is little agreement regarding the conditions under which instruction could result in greater CT outcomes. In this review, we systematically examined current empirical evidence and attempted to explain why some instructional interventions result in greater CT gains than others.

Article first published in “Higher Education Studies”, V. 4 (2014), n. 1. Published by Canadian Center of Science and Education and reprinted with permission. This article is distributed under the terms of the Creative Commons Attribution License.

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From research assistant to researcher: being wakeful in a mentorship journey about methodology, poverty, and deficit thinking

This article explores how insights and new knowledge were incorporated about narrative inquiry methodology, poverty, and deficit ways of thinking through a journey of mentorship. The experiences of a graduate student, as she journeys through the roles of a research assistant and graduate researcher, all the while being part of a positive mentorship experience, are relayed. The article describes the journey of an evolving researcher who becomes wakeful through the narrative inquiry methodology while engaged as a research assistant as well as a graduate student alongside her supervisor.
Keywords: qualitative research; narrative inquiry; education and training; research mentoring; poverty; deficit thinking

Article first published in “Journal of Research Practice”, V. 9 (2013), n. 2, Article M7. Reprinted with permission.

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Adapting Grounded Theory in qualitative research: reflections from personal experience

Grounded theory is one of the methodologies that have been widely used in qualitative research. However, researchers, especially inexperienced ones have not been sure about its use in the process of the data collection and analysis. The uncertainty arises mainly from the differences that have emerged between Barney G. Glaser and Anselm L. Strauss who previously pioneered grounded theory together.

Article fist published in “International Research in Education” V. 2 (2014), n. 1, as open access article, distributed under the terms of the Creative Commons Attribution license.

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B-learning quality: dimensions, criteria and pedagogical approach

Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods.

Article first published in “EURODL”, 2014, n. 1 (Brief items) as open access article. Reprinted with permission.

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The system learning. Rethinking structures, role and functions of the virtual communities of knowledge and learning

The technological changes, that have been taking place long since, have not only modified the learning forms of the complex organizations, even within them, but in the large, all forms of social aggregation, generating brand new phenomenologies.

Received: 17 April 2014

Revised: 8 May 2014

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Data display in qualitative research

This study reviewed the data displays used by three prestigious qualitative research journals within a period of three years. The findings include the types of displays used in these qualitative journals, the frequency of use, and the purposes for using visual displays as opposed to presenting data in text.

Article first published in “International Journal of Qualitative Methods”, n. 12 (2013) and distributed under the terms of the Creative Commons‐Attribution-Non Commercial-Share Alike License 4.0 International and reprinted with permission.

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The competencies required for effective performance in a university e-learning environment

The aim of this study was to identify and rate the importance of the competencies required by students for effective performance in a university e-learning environment mediated by a learning management system.

Article first published in “Australasian Journal of Educational Technology”, V. 29 (2013), n. 6, pp. 777-791

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Future direction for next generation Web

We explore recent developments on the Web and forecast future development trends of Next Generation Web. This is based upon the current technologies and emerging Web technologies developed by international standard organizations.

Article first published in “International Journal of Emerging Technologies in Learning (iJET)”, V. 8 (2013), n. 6, distributed under the terms of the Creative Commons Attribution License 3.0

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Tablets (iPad) for M-learning in the context of social constructivism to institute an effective learning environment

With the proliferation of mobile devices, educational institutions have experimented with various mobile devices to implement mobile learning (M-Learning). Mobile devices have been used to facilitate, support, and enhance and extend the reach of teaching and learning. Although there are very few empirically evaluated studies on M-Learning projects, these studies reported that mobile devices brought a transformation to the educational process.

Article first published in “International Journal of Interactive Mobile Technologies (iJIM)”, V. 8 (2014), n. 2, as open access article, distributed under the terms of the Creative Commons Attribution License

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PowerPoint: It’s not yes or no, it’s when and how

A great deal of research has been done on the use of PowerPoint in the classroom. Most of it has used student acceptance of PowerPoint as the measure of its effectiveness, and these results have overwhelmingly shown that students like PowerPoint. However, most studies measuring PowerPoint’s impact on learning have not shown any benefit from its use, and there is no shortage of articles blaming PowerPoint itself for these results. In this paper we show that the problem lies in the way in which PowerPoint is used rather than with the technology itself, and that more information is needed to fully understand how and when to use PowerPoint to enhance learning.

Article first published in “Research in Higher Education Journal”, Vol. 22 (2013), December. Reprinted with permission.

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Is Finnish higher education a model or a myth? The case study of Erasmus mobility from Italy to Finland

The top ranking of Finland in OECD’s statistics seems not to affect the destination choices of Italian students going abroad. Finnish leadership in Higher Quality Education seems neither a significant aspect nor a decisive element in choosing to study in Finland.

Received: 24 July 2013

Revised: 12 September 2013

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PBL working environment: an expert system for teachers, trainers and headmasters who want to understand and apply the Problem-Based Learning (PBL) pedagogy in their own classroom

Problem-Based Learning (PBL) is perhaps the most innovative instructional method conceived in the history of education. The PBL is a student-cantered pedagogy where learners are actively engaged in real world problems to solve or challenges to meet. Students develop problem-solving, self-directed learning and team skills.

Received: 20 May 2014

Revised: 29 May 2014

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tuBEMATES project: towards a competitive European Higher Education

tuBEMATES project is a transnational venture started in 2012 and focused on the promotion of European Higher Education (EHEs) and intercultural exchange with Third, in particular, Asian countries. It is aimed at enhancing the attractiveness of international studies as well as the visibility of European brand characterized by an innovative and competitive identity.

Received: 30 April 2014

Revised: 5 May 2014

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GUIDE Association: Conclusions from the VII International Conference, Guatemala and upcoming Conferences

The VII International GUIDE Conference Cultural Identity in the Midst of Global Modernization: The Role of Distance Education, was held in the Central Campus in Guatemala City of the Universidad Panamericana (UPANA) the April 10-11 2014.

The VIII International GUIDE Conference Science and Technology, Management and Quality: the future of higher education in Brazil and around the world, will be held on November 19-21, 2014 at the Universidade Tiradentes (Aracaju, Brazil), leader University in Brazil for traditional and on-line education.

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